Made available in DSpace on 2015-04-14T14:23:51Z (GMT). No. of bitstreams: 1 466426.pdf: 899352 bytes, checksum: 01e3ad465c1cd55c5a3517951cd26dba (MD5) Previous issue date: 2014-12-15 / This study isaimed at learning more about the meanings of teaching to Primary Education teachers in public schools, from the perspective of Education for All. This is a qualitative study with a descriptive nature, which uses semistructured interviews as an instrument for collecting information for later analysis of the content. The universality of eduction requires quality practices that simultaneously provide access to schooling for all and any children, while ensuring their permanence. An inclusive proposal follows this line, especially so when considering that it arises as recognition of exclusion and selectivity in traditional schooling. However, much desired education inclusion has been facing serious problems. There is still a huge gap between so-called inclusive educational policies and the reality experienced in educational practices encountered at schools. Previously, inclusion actions were aimed more at explaining and objectifying educational legislation and policies, with few making the effort to understand the subjective meanings that teachers education professionals and responsible for implementing the proposal have been attributing to it. In view of the teachers' "resistance" towards the proposal. The aim is to investigate the meaning of teaching to Primary Education teachers in public schools, in terms of the educational inclusion process. The procedures employed in the study shift from the empirical to interpretative, from speech to meaning, seeking to understand the specific needs of each teacher, expressed by them in some manner. Among the authors that form a base for this paper are students of historical-social theory like Vygotsky and followers, with an emphasis on Fernando Gonz?lez Rey.. The target public includes four Primary Education coordinator teachers, with two having only a few years of experience and the other two with more than fifteen years of experience coordinating primary education classes. The analysis of data shows us that the aforementioned "resistance" towards the inclusive proposal originates from beliefs and values that permeate their life experiences, which makes it necessary to create space for autonomy, discussion, critical reflection, and the creation of projects that arise from joint effort and promote writing. Spaces that foster significant content for teachers in their current contexts of life, so they can identify their desires, aspirations, beliefs and thereby resignify them, generating new meanings and leading them to contribute in a manner they judge more effective for quality education in which all children feel welcome. / Este estudo objetivou apreender os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino fundamental da escola p?blica, na perspectiva de uma Educa??o para Todos. Trata-se de uma pesquisa de abordagem qualitativa, de car?ter descritivo, que utiliza a entrevista semiestruturada como instrumento de coleta de dados para posterior An?lise de Conte?do. A universalidade do ensino requer pr?ticas de qualidade que garantam, simultaneamente, o acesso de toda e qualquer crian?a ? escola, bem como sua perman?ncia nela. A proposta inclusiva segue nesse caminho, principalmente se for considerado que ela surge como reconhecimento da exclud?ncia e seletividade da escola tradicional. At? ent?o, as a??es de implementa??o pouco t?m se voltado a compreender os sentidos subjetivos que os professores profissionais da educa??o, respons?veis por efetivar a proposta inclusiva, v?m atribuindo a ela. Tendo em vista a resist?ncia do professor ? proposta, procurou-se investigar os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino Fundamental da escola p?blica, diante do processo de inclus?o educacional. Este trabalho ampara-se na categoria de sentido apresentada por Vygostky e nos trabalhos de Gonz?lez Rey que d? ?nfase ao car?ter cultural da psique. A investiga??o se d? em uma escola p?blica, de Educa??o B?sica, da rede estadual da cidade de Porto Alegre, no Rio Grande do Sul. O recorte temporal abrange o primeiro semestre de 2014. O p?blico-alvo s?o quatro professoras regentes de turma dos Anos Iniciais do Ensino Fundamental. A an?lise dos dados revelou que a mencionada resist?ncia ? proposta inclusiva pode estar ligada a naturaliza??o dos fen?menos socialmente constru?dos e s? ser? modificada pela a??o cr?tica e diferenciada dos sujeitos que vivem essa realidade. Para que isso aconte?a ? necess?rio criar espa?os de autonomia, discuss?o, reflex?o cr?tica, cria??o de projetos que partam do trabalho conjunto e que promovam a autoria.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-01-17T16:14:13Z No. of bitstreams: 1 PRISCILLA WAGNER STERNBERG.pdf: 1846880 bytes, checksum: a0e90a7e7e2faf6fc4632c616a16a208 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-01-26T13:27:44Z (GMT) No. of bitstreams: 1 PRISCILLA WAGNER STERNBERG.pdf: 1846880 bytes, checksum: a0e90a7e7e2faf6fc4632c616a16a208 (MD5) / Made available in DSpace on 2018-01-26T13:31:54Z (GMT). No. of bitstreams: 1 PRISCILLA WAGNER STERNBERG.pdf: 1846880 bytes, checksum: a0e90a7e7e2faf6fc4632c616a16a208 (MD5) Previous issue date: 2017-12-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study investigates how an Early Childhood Education School deals with the issue of diversity in the perspective of Inclusive Education. To do that, the interventions of educators with all children, with and without disabilities, are characterized, considering their specificities and characteristics.It also analyzes how the interactions among children take place, considering their specificities and characteristics, and also examines how (if so) the presence of children with disabilities helps to make the environment more helpful to development, participation and the learning of all children. An exploratory qualitative study was carried out, with participant observation being the main tool for data collection. Two classes of a municipal kindergarten in Porto Alegre were visited during the first semester of 2017.The data from the observations were recorded in a Field Journal, which was analyzed from the Discursive Textual Analysis. Many interventions revealed a connection between educators and children, favoring peer interaction, choice of play, feeling of belonging, communication and participation in group tasks, and revealing attention to individual and group needs. On the other hand, sometimes, adults were unable to connect to the needs of children, either by losing rich opportunities for intervention or by doing so in an inconsistent manner, thus not seeming to offer the help they needed for the activities or for interactions among the group. On the interactions among the children, four different forms were observed: through play, imitation, cooperation and aggression.Thus, the context observed was favorable to learning and interactions among all, so that deficiencies or other difficulties were taken from a heterogeneity perspective, among children, educators and management. However, some points still need to be improved, considering Early Childhood Education is still under construction in our country, gaps in teacher?s education, and internal and external divergences of the institution. Therefore, concretizations, difficulties and contradictions characterize the action of the school and the relationships and interactions observed for this study. / Este estudo investiga como uma escola de Educa??o Infantil lidacom a quest?o da diversidade, na perspectiva da Educa??o Inclusiva. Para tanto, s?o caracterizadas as interven??es dos educadores com todas as crian?as, com e sem defici?ncia, considerando suas especificidades e caracter?sticas. Tamb?m analisa como ocorrem as intera??es entre as crian?as, considerando suas especificidades e caracter?sticas e, ainda, apura deque maneira (se assim for) a presen?a de crian?as com defici?ncia contribui para tornar o ambiente da Educa??o Infantil mais favor?vel para o desenvolvimento, a participa??o e as aprendizagens de todos. Foi realizado um estudo explorat?rio de cunho qualitativo, tendo a observa??o participante como principal ferramenta para a coleta de dados. Duas turmas de uma escola de Educa??o Infantil da rede municipal de Porto Alegre foram acompanhadas ao longo do primeiro semestre de 2017. Os dados provenientes das observa??es foram registrados em um di?rio de campo, o qual foi analisado a partir da An?lise Textual Discursiva. Foi poss?vel perceber que muitas interven??es revelaram conex?o entre os educadores e as crian?as, favorecendo a intera??o entre os pares, a escolha de brincadeiras, o sentimento de pertencimento, a comunica??o e a participa??o nas tarefas de grupo, al?m de revelarem a aten??o ?s necessidades individuais e da turma. Em contrapartida, em outros momentos, os adultos n?o conseguiram se conectar com as necessidades das crian?as, perdendo ricas oportunidades de interven??o ou o fazendo de forma inconsistente, n?o parecendo, portanto, oferecer o aux?lio de que precisavam para as atividades ou para as intera??es entre o grupo. Sobre as intera??es entre as crian?as, foram observadas quatro diferentes formas de ocorr?ncia: por meio da brincadeira, da imita??o, da coopera??o e da agressividade. Assim, o cen?rio observado revelou-se favor?vel ?s aprendizagens e ?s intera??es entre todos, de forma que defici?ncias ou outras dificuldades eram tomadas a partir de uma perspectiva de valoriza??o da heterogeneidade tanto entre as crian?as, quanto por parte dos educadores e da dire??o. No entanto, ficou evidente que pontos ainda necessitam ser aprimorados, seja em decorr?ncia de uma Educa??o Infantil ainda em estrutura??o em nosso pa?s, seja por lacunas na forma??o dos educadores ou por diverg?ncias internas e externas da institui??o. Portanto, concretiza??es, dificuldades e contradi??es caracterizam o funcionamento da escola e as rela??es e intera??es observadas para este estudo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T17:17:36Z No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T17:17:44Z (GMT) No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) / Made available in DSpace on 2018-01-19T17:17:44Z (GMT). No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) Previous issue date: 2017-08-29 / The Brazilian National Education Plan published for the period 2014 to 2024 contain a specific target ??? the Goal 4 ??? for inclusive education. In attention of statement of the National Plan, the Federal District (DF) issued its District Education Plan in 2015, with equivalent goals. More than two years after the publication of these plans, the scenario for its execution is not promising. Presidential elections, impeachment and political and economic crisis resulted in the fall of the Gross National Product - GDP - and in the Total Public Investment in Education, with consequences to all sub-national educational systems. This work investigates the actions that the Department of Education of the Federal District has adopted for the Goal 4 of that planning and the education professionals??? expectation to achieve them until the end planned period. Educational policies were studied in the Federal District and five interviews were carried out: in the Special Education Directorate, in two Special Education Centres and in two regular schools. The results showed that the DF has three levels of inclusion ??? Special Education Centres, special classes and common classes ??? organization supported by all the interviewees. The schools have good infrastructure for special education, but there were reports of resource shortages, bureaucratic difficulties for maintenance and bidding expenses, failures in the initial and continuing training of education professionals, problems of accessibility in and out of school and the need for external aid to the school, from parent-teacher or civil and government institutions, such as the army. The results of this research point to a satisfactory resolution of almost all the strategies of the Plans, but that this result is due more to policies and actions that were already being executed in the DF than to an effort or redirection resulting from PNE-2014. / Em 2014 foi sancionado o Plano Nacional de Educa????o, com vig??ncia at?? 2024, contendo uma meta espec??fica para a educa????o especial na perspectiva da educa????o inclusiva ??? a Meta 4. Acompanhando o Plano Nacional, o Distrito Federal (DF) editou em 2015 seu Plano Distrital de Educa????o, com metas equivalentes ao plano nacional. Passados mais de dois anos da publica????o desses planos, o cen??rio para sua execu????o n??o ?? promissor. Elei????es presidenciais, impeachment e crise pol??tico-econ??mica resultaram na queda do Produto Nacional Bruto ??? PIB ??? e no investimento p??blico total em educa????o, com reflexos em todos os sistemas educacionais. Esta pesquisa estudou as a????es que a Secretaria de Estado de Educa????o do Distrito Federal tem adotado para a Meta 4 e a percep????o que profissionais da educa????o t??m de as mesmas serem cumpridas at?? o final da vig??ncia desses Planos. Foram estudadas as pol??ticas educacionais no DF e realizadas cinco entrevistas: na Diretoria de Educa????o Especial, em dois Centros de Ensino Especial e em duas escolas regulares. Os resultados mostraram que o DF tem tr??s n??veis de inclus??o ??? Centros de Ensino Especial, classes especiais e classes comuns ??? estrutura????o defendida por todos os entrevistados. Nas escolas foi encontrada uma boa estrutura de atendimento, mas houve relatos de escassez de recursos, dificuldades burocr??ticas para despesas de manuten????o e licita????es, falhas na forma????o inicial e continuada dos profissionais da educa????o, problemas de acessibilidade dentro e fora da escola e a necessidade de ajuda externa ?? escola, da parte das Associa????es de Pais e Mestres, associa????es civis ou institui????es p??blicas, como o Ex??rcito, por exemplo. Os resultados desta pesquisa apontam para uma resolu????o satisfat??ria de quase todas as estrat??gias dos Planos, mas que esse resultado se deve mais a pol??ticas, normas e a????es que j?? vinham sendo executadas no DF que a um esfor??o ou redirecionamento decorrente do PNE-2014.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-09-12T16:46:22Z No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) / Made available in DSpace on 2016-09-12T16:46:22Z (GMT). No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) Previous issue date: 2016-06-15 / This study focuses on inclusive education at a private school in the city of Porto Alegre, Rio Grande do Sul, Brazil. The qualitative research consists of a Case Study and made use of the approach described by Andr? (2008). The Case Study was built making use of the perceptions of the school principals, support staff and teachers, as well as class visits and the documentary research. Data was collected in the shape of six semi-structured interviews and eight class observations at an early stage. At a later stage, data was assembled from 38 class observations and also from notes taken in the course of 17 outside-the-classroom events held by the school community. The school that was the subject of this study states in its Political Pedagogic Plan [a document each Brazilian school must have explaining their educational goals and principles] that the school principles are theoretically based on three pillars: inclusion, psychoanalysis and project-based pedagogy. It became evident that in practice the three pillars work in harmony and help develop a friendly and inclusive environment. The intent to promote inclusive attitudes can be verified throughout the pedagogical processes. In this context, inclusion is understood as a process aiming to embrace diversity and harmonize the differences in the collective space. Thus, the practice of inclusion occurs regardless of diagnosis and disability, and is related to the moment experienced by each child. The analysis reveals that inclusion in the school is founded primarily on principles such as respect, mindful listening, dialogue, learning that is challenging and interesting, and encouraging autonomy and welcoming, thus creating a space of plurality. This research aims to contribute to the field of education, particularly inclusive education, deepening the knowledge related to inclusive processes in the context of the studied school and the role of the teacher and peer relationships in this environment. Finally, from the reflection on the theory and on empirical data, we seek to systematize a set of proposals with a view to enriching the debate on the place of Inclusive Education in Brazil today and pointing out clues that might help the implementation of inclusion processes. / O presente estudo aborda a Educa??o Inclusiva em uma escola privada da cidade de Porto Alegre, Rio Grande do Sul, Brasil. A pesquisa, de cunho qualitativo, configura-se em um Estudo de Caso, na perspectiva adotada por Andr? (2008). O Estudo de Caso foi constru?do a partir da percep??o das diretoras, da equipe de apoio e das professoras, bem como pelas observa??es e pela pesquisa documental. Nesse sentido, foram realizadas seis entrevistas semiestruturadas e oito visitas antes da qualifica??o e 38 observa??es depois da qualifica??o, al?m do registro de 17 atividades realizadas junto ? comunidade escolar investigada. A Escola objeto deste estudo explicita por meio de seu Projeto Pol?tico Pedag?gico que est? fundamentada teoricamente em tr?s pilares: a inclus?o, a psican?lise e a pedagogia de projetos. Pela pesquisa, ficou evidenciado que tais pilares na pr?tica funcionam em harmonia e desenvolvem um ambiente acolhedor e inclusivo. Percebe-se em todo o fazer pedag?gico a inten??o de promover a atitude inclusiva. A inclus?o ? entendida como o processo que visa acolher a diversidade e harmonizar as diferen?as no espa?o coletivo. Logo, a pr?tica da inclus?o ocorre independentemente do diagn?stico e da defici?ncia, e est? relacionada ao momento vivido pelas crian?as. A an?lise permite constatar que a inclus?o na Escola ? fundada principalmente no respeito, na escuta, no di?logo, no desafio pedag?gico, no incentivo ? autonomia e no acolhimento, criando um espa?o de pluralidade. Esta pesquisa buscou contribuir para a ?rea da Educa??o, em especial da Educa??o Inclusiva, aprofundando o conhecimento dos processos inclusivos da Escola estudada e o papel do professor e das rela??es entre pares nesse cen?rio. Ao final, a partir da reflex?o sobre a teoria e sobre os dados emp?ricos, busca-se sistematizar um conjunto de proposi??es com vistas a enriquecer o debate sobre o lugar da Educa??o Inclusiva no Brasil hoje e a apontar pistas para os poss?veis processos de inclus?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:03:04Z No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) / Made available in DSpace on 2017-03-03T19:03:04Z (GMT). No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) Previous issue date: 2016-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke and Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. / O objetivo desse estudo foi pesquisar sobre a constru??o do desenvolvimento profissional dos professores, assim como as forma??es e as experi?ncias inclusivas que os transformaram em professores da Educa??o Especial e Inclusiva, a partir de narrativas de professoras do munic?pio de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educa??o B?sica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke e Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de an?lise, foi poss?vel identificar quatro dimens?es: a) Inicia??o profissional; b) Forma??o e a experi?ncia profissional; c) Educa??o Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) forma??es profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro s?nteses tem?ticas. A primeira s?ntese tem?tica indicou os di?logos e as reflex?es sobre a inicia??o profissional e as motiva??es para a escolha profissional. A segunda s?ntese tem?tica revelou os di?logos e reflex?es sobre a forma??o e a experi?ncia profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos pr?prios, com vistas ? constru??o de uma identidade, que ? tamb?m uma identidade profissional A terceira s?ntese tem?tica trouxe os di?logos e reflex?es sobre a educa??o especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educa??o especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos os professores, sendo necess?rio propor alternativas inclusivas para a educa??o e n?o apenas para as escolas. E a quarta e ?ltima s?ntese tem?tica, remete aos di?logos e reflex?es sobre as (trans) forma??es profissionais, e nesse sentido, compreende-se que a forma??o do professor ? um processo que ocupar? toda sua perman?ncia em sua atividade profissional.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-23T18:25:38Z No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) / Made available in DSpace on 2017-08-23T18:25:38Z (GMT). No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) Previous issue date: 2016-12-14 / CAPES / This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices. / A presente disserta??o tem por objetivo analisar a forma??o de professores da Educa??o B?sica para a inclus?o escolar na Baixada Fluminense a partir de um Programa de Forma??o Continuada. Para tanto, utilizamos a metodologia da pesquisa-a??o colaborativa por compreendermos que esta seria a melhor op??o para um trabalho conjunto. O campo de pesquisa foi o curso de extens?o ?Processos de ensino e aprendizagem de alunos com defici?ncia intelectual?, realizado pelo grupo de pesquisa Observat?rio de Educa??o Especial e Inclus?o Escolar: pr?ticas curriculares e processos de ensino e aprendizagem, da Universidade Federal Rural do Rio de Janeiro, em parceria com as Coordenadorias Municipais de Educa??o Especial de sete munic?pios da Baixada Fluminense, a saber: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados e S?o Jo?o de Meriti. O Programa de Forma??o Continuada foi uma das a??es de dois projetos: a) A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem e b) Escolariza??o e desenvolvimento de alunos com defici?ncia intelectual e m?ltipla na Baixada Fluminense. Os primeiros resultados apresentaram a precariedade no sistema formativo, sobretudo no que se refere ? forma??o continuada em educa??o especial ofertada para os profissionais da educa??o desses sete munic?pios. Os dados mostraram que as forma??es, em sua maioria, s?o para docentes que atuam com alunos p?blico-alvo da educa??o especial, em virtude de uma demanda; caracterizando-se, em sua maioria, por forma??es pontuais com temas espec?ficos. Com rela??o ao Programa, os dados mostraram que a perspectiva hist?rico-cultural ? referencial te?rico deste trabalho ? muito contribuiu para a desmistifica??o de preconceitos com os alunos com defici?ncia intelectual, tendo em vista o trabalho com o conhecimento de seus conceitos, como os processos psicol?gicos superiores e a media??o pedag?gica. Por fim, consideramos de suma import?ncia forma??es continuadas te?rico-pr?ticas que levem em considera??o a realidade do cotidiano escolar, sendo este o ponto de partida para o estudo, a an?lise e a reflex?o das pr?ticas pedag?gicas.

Data de aprova??o retirada da vers?o impressa do trabalho. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-01-29T18:52:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-01-30T10:47:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) / Made available in DSpace on 2018-01-30T10:47:21Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maraisa_kissila_oliveira_fernandes.pdf: 2464702 bytes, checksum: a32f4f5b64c8ea5c7080480411b8e1d5 (MD5) Previous issue date: 2017 / No atual contexto, a legisla??o brasileira tem procurado proteger e garantir uma educa??o inclusiva, para que todos os alunos, independente de diferen?as, tenham acesso ? educa??o de qualidade, por?m, a pr?tica cotidiana nem sempre se desenvolve como o estabelecido nas pol?ticas p?blicas. Apesar do crescimento da educa??o inclusiva e do ?reconhecimento? da cultura surda e de amparos legais, estudos apontam a ocorr?ncia do fracasso escolar de alunos surdos. Esta pesquisa teve como foco a inclus?o escolar de alunos surdos, com o objetivo de analisar se e como tal processo ocorre em uma escola p?blica da cidade de Diamantina. Tendo em vista tal questionamento, apresentou como objetivos espec?ficos: (i) averiguar se e como a inclus?o de surdos se d? na escola; (ii) identificar como a inclus?o tem sido tratada nos documentos da escola que institucionalizam o atendimento a pessoas com defici?ncia; e (iii) desvelar o di?logo existente entre os documentos orientadores da a??o inclusiva dos docentes na escola e a organiza??o de pr?ticas pedag?gicas. Para responder aos objetivos deste estudo, foi realizada uma pesquisa qualitativa de dados produzidos atrav?s de an?lise documental, observa??es e entrevista. Posteriormente, foram realizadas a an?lise de conte?do dos documentos selecionados da escola pesquisada e a constru??o de categorias dos dados emp?ricos produzidos. Foram produzidas seis subcategorias, a partir dos documentos selecionados. Tais subcategorias embasaram a constru??o de cinco categorias que organizaram as informa??es e as falas presentes nos materiais de pesquisa (extratos das entrevistas e di?rios de campo). Dessa forma, foi poss?vel constatar, no que tange ? inclus?o de alunos surdos na escola pesquisada, al?m das dificuldades relacionadas ? educa??o inclusiva de modo geral, outros problemas e peculiaridades tais como a falta de forma??o de profissionais, a dificuldade de aplica??o de pr?ticas pedag?gicas diferenciadas e a n?o implanta??o de a??es previstas nos documentos norteadores da escola. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In the current context, Brazilian legislation has attempted to protect and guarantee inclusive education so that all students, independent of differences, have access to quality education, however, the daily practice does not always develop like established in public policies. Despite the growth of inclusive education and the ?recognition? of deaf culture and legal support, studies point out the occurrence of the school failure of deaf students. This research focused the school inclusion of deaf students, with the goal of analyzing whether and how such process occurs in a public school of the town of Diamantina. Bearing in mind such question, it presented as specific objectives: (i) determine whether and how the inclusion of deaf people occurs at school; (ii) identify how inclusion has been treated on documents of the school which institutionalizes the service to disabled people; and (iii) unveal the dialogue between the guidelines of inclusive action of the teachers at school and the organization of pedagogical practices. To answer the goals of this study, a qualitative research was fulfilled through document review, observations and interviews. Subsequently, analyses of contents of selected documents of the studied school were performed as well as the construction of categories of output empiric data. Six sub-categories emerged from the selected documents. Such categories based the development of five other categories which organized information and present speeches in the research material (extracts of interviews and field diaries). Therefore, it was possible to confirm, on inclusion of deaf students matters at the studied school, beyond difficulties related to inclusive education in general, other problems and peculiarities such as the lack of training of professionals, difficulty on application of differentiated pedagogical practices and the non-implementation of envisaged actions in the guidelines of the school.

Made available in DSpace on 2014-12-17T14:36:03Z (GMT). No. of bitstreams: 1 AndreaSR.pdf: 1771434 bytes, checksum: 9102b081efc8abd79610486f4026761c (MD5) Previous issue date: 2009-11-16 / An inclusive environment has its foundations in the belief that all people are entitled to participate, to live as normal a life as possible, without discrimination, especially in education. This is to ensure equal opportunities. For individuals with special needs, the use of computers and digital materials is not an alternative, but one of the only forms of access to information. For the visually impaired, they start from the beginning to enter the university, through the selection processes, not always accessible. For those who can, other difficulties arise, undermining the initial enthusiasm and generating a large rate of dropouts. In most cases, these students will depend on the goodwill of colleagues and volunteers for the reading of texts in the basic literature of the disciplines studied. The high cost of technology assisted allied to a lack of resources and knowledge of curricular adaptations, prevents many teachers help these students in an appropriate manner. This thesis seeks to contribute to the inclusion of the visually impaired student pointing alternatives that can help in caring education. The research was conducted specifically for the doctorate during the period 2001 to 2006, the cities of Natal, Salvador and Curitiba, and is based mainly on the methodology of action research. The objective was the construction of Virtual Teaching Support Center , structured in a Web portal that can serve as a resource to help support teachers, staff and other users concerned with the process of inclusion of people with needs special education, with the goal of assimilation of educational opportunities, with the support of resources and methods. The inclusion is for everyone because we are all different / Um ambiente inclusivo tem em seus alicerces a cren?a de que todas as pessoas t?m direito a participa??o, de viver uma vida t?o normal quanto poss?vel, sem discrimina??o, especialmente no sistema educativo. Trata-se de assegurar igualdade de oportunidades. Para indiv?duos com necessidades especiais, o uso do computador e de materiais digitais n?o constitui uma alternativa, mas uma das ?nicas formas de acesso ? informa??o. Em rela??o aos deficientes visuais, as dificuldades come?am desde o in?cio ao ingressar na universidade, atrav?s dos processos seletivos, nem sempre acess?veis. Para os que conseguem, outras dificuldades v?o surgindo, minando o entusiasmo inicial e gerando um grande ?ndice de desist?ncias. Na maioria dos casos, esses alunos passam a depender da boa vontade de colegas ou volunt?rios para a leitura de textos constantes da bibliografia b?sica das disciplinas cursadas. O alto custo das tecnologias assistivas aliado ? falta de recursos e conhecimentos sobre adapta??es curriculares, impede que muitos docentes auxiliem de modo adequado estes alunos. Esta tese busca contribuir para a inclus?o do aluno deficiente visual apontando alternativas que possam auxiliar no atendimento educacional. A pesquisa foi realizada especificamente para o doutorado no per?odo de 2001 ? 2006, nas cidades de Natal, Salvador e Curitiba, tendo-se baseado principalmente na metodologia de pesquisa-a??o. O objetivo do trabalho, foi a constru??o de Centro de Apoio Pedag?gico Virtual (CAP), estruturado em um portal Web, que possa servir como recurso auxiliar para apoio aos professores, funcion?rios e demais usu?rios comprometidos com o processo de inclus?o de pessoas portadores de necessidades educacionais especiais, com o objetivo de equipara??o das oportunidades educacionais, com o apoio de recursos e m?todos adequados. A Inclus?o ? para todos porque todos somos diferentes

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T20:37:08Z No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T21:52:36Z (GMT) No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) / Made available in DSpace on 2016-06-27T21:52:36Z (GMT). No. of bitstreams: 1 GueidsonPessoaDeLima_DISSERT.pdf: 3461910 bytes, checksum: 4631ed5f23c75690db6741d51d776e70 (MD5) Previous issue date: 2015-07-31 / O presente estudo centra-se no desenvolvimento de atividades pedag?gicas no Ensino de M?sica, a fim de viabilizar o conhecimento musical de alunos surdos e ouvintes, sob uma perspectiva bil?ngue, na escola regular. Os poucos estudos existentes na ?rea da M?sica e Surdez est?o centrados nos contextos de educa??o especial, direcionando o trabalho especificamente ao aluno surdo, havendo, no entanto, a emerg?ncia para a perspectiva de apreender tal quest?o em contexto inclusivo, atuando empiricamente no ch?o da escola. Desse modo, desenvolvemos nosso estudo em uma escola da rede municipal da cidade de Natal, junto a uma turma do 6? ano do Ensino Fundamental, composta por 37 alunos, sendo 3 surdos; tendo por objetivo, desenvolver uma proposta de interven??o pedag?gica no Ensino de M?sica, sob a perspectiva bil?ngue, contemplando alunos surdos e ouvintes, em um contexto de escola regular, respaldados nos aportes te?ricos apresentados por Penna (2010), Brito (2001) e Fonterrada (2008), no que tange ? educa??o musical; e Haguiara-Cervellini (2003), Finck (2009) e Louro (2006), no que se refere ? perspectiva do ensino inclusivo de m?sica. Na busca de atingir tal objetivo, desenvolvemos uma proposta de interven??o, com base nos ditames metodol?gicos da pesquisa interven??o, fundamentados nos estudos de Jobim e Souza (2011), ? luz das concep??es te?ricas de Mikhail Bakhtin, reconhecendo que o conhecimento ? produzido pela intera??o entre sujeitos, de maneira dial?gica e alterit?ria. Tal metodologia foi materializada na realiza??o de oficinas pedag?gicas, entendidas como espa?os de constru??o de saberes que mobilizam ludicamente todos os envolvidos em atividades de experimenta??o musical. Do ponto de vista do conte?do, tais oficinas centraram-se no Pulso e no Ritmo, elementos b?sicos da educa??o musical, enfocando que a percep??o e a sensibiliza??o, centradas em tais elementos, n?o se limitam ? condi??o sensorial auditiva do aluno, na medida em que se elege o corpo como agente de apreens?o e de express?o. Assim, iniciamos nosso percurso de trabalho partindo da identifica??o e da percep??o do pulso, a partir do pr?prio corpo e do corpo do colega, representando-o por meio de express?es e movimentos. A partir da?, esse pulso, do corpo foi expandido para um instrumento r?tmico, o qual, em seguida, foi representado graficamente em fichas r?tmicas, num processo de leitura e de produ??o; at? chegarmos ? aula-apresenta??o do grupo musical De Pau e Lata. Em nossas an?lises, frente aos desafios e possibilidades do estudo, pudemos constatar a participa??o, de maneira satisfat?ria, de todos os alunos, realizando as atividades propostas nas aulas, questionando quando n?o compreendiam, se posicionando quando achavam necess?rio, opinando sobre o trabalho realizado, avaliando as oficinas ministradas, interagindo, auxiliando-se nas atividades, construindo conhecimento juntos, experimentando e experienciando corporalmente elementos musicais em atividades aplicadas a ambos os grupos. Tais indicativos nos conduzem a explicitar a viabilidade do ensino de m?sica para surdos e ouvintes, em uma perspectiva bil?ngue, tendo como refer?ncia as experi?ncias corporais e o respeito ?s singularidades comunicativas e culturais dos envolvidos, assegurando, tamb?m, o agenciamento da L?ngua de Sinais como mediadora do processo ensino-aprendizagem. / The present study focuses on the development of pedagogical activities in Music Teaching, aiming to enhance the accessibility of musical knowledge for both deaf and hearing students, using a bilingual approach in regular schools. Few studies address Music and Deafness, and those that do focus exclusively on the context of special education, and specifically the deaf student, which signals the urgent need for conducting research on this issue in the context of inclusion ? empirically and carried out on school grounds. Therefore, we developed our study at a Natal City Public Elementary school, in a class of 6th graders, comprised of 37 students, 3 of whom were deaf. The objective of the study was to develop a proposal for a pedagogical intervention in Music Teaching, using a bilingual approach, with deaf and hearing students, in the context of regular school classes. The research is based on the theoretical framework presented in Penna (2010), Brito (2001) and Fonterrada (2008), with reference to music education, and Haguiara-Cervellini (2003), Finck (2009) and Louro (2006), with reference to inclusion in teaching music. To achieve this objective, we developed a proposal for intervention based on the methodological dictates of intervention research, presented in studies by Jobim and Souza (2011) in light of the theoretical concepts posited by Mikhail Bakhtin, which assert that knowledge is produced through interaction between subjects, dialogically and through alterity. This methodology was carried out in pedagogical workshops, conceived as spaces for the construction of knowledge, mobilizing participants to engage in ludic activities of musical experimentation. Content covered in these workshops focused on Pulse and Rhythm ? basic elements in music education ? demonstrating that awareness about and sensitivity to these elements is not limited to the auditory sensory perception of the student, once the entire body is used as an agent of acquisition and expression. Thus, we began the trajectory of our research from the starting point of the identification and perception of ?Pulse?, using one?s own body and the body of classmates, representing it through physical expressions and movement. Subsequently, this Pulse was extended from the body to a percussion instrument, and was then represented graphically as lines of rhythm, constituting a process of reading and writing; ultimately the intervention culminated in the class presentation with the musical group De Pau e Lata (Stick and Can). In our analysis, faced with the challenges and possibilities presented in our study, findings showed satisfactory results with regard to the participation of all of the students: completing the activities proposed in the class, asking questions when they did not understand, positioning themselves when they thought it necessary, expressing opinions about the work completed, evaluating the workshops given, interacting, helping in the activities, constructing knowledge collaterally, experimenting and experiencing musical elements through the body in activities that applied to both groups (deaf and hearing) in the one class. These indications elucidate the viability of teaching music to deaf and hearing students, using a bilingual approach, and based on experiences with the body and communicative and cultural specificities involved, confirming, as well, the role of Sign Language as a mediator in the teaching/learning process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-25T20:32:38Z No. of bitstreams: 1 MirelaGranjaVidalMonteiro_DISSERT.pdf: 1945570 bytes, checksum: d871feac3c6a50d5f4f7d8ae060fb59e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-02T20:07:25Z (GMT) No. of bitstreams: 1 MirelaGranjaVidalMonteiro_DISSERT.pdf: 1945570 bytes, checksum: d871feac3c6a50d5f4f7d8ae060fb59e (MD5) / Made available in DSpace on 2016-08-02T20:07:25Z (GMT). No. of bitstreams: 1 MirelaGranjaVidalMonteiro_DISSERT.pdf: 1945570 bytes, checksum: d871feac3c6a50d5f4f7d8ae060fb59e (MD5) Previous issue date: 2015-08-31 / Esta investiga??o teve como objetivo conhecer e analisar as pr?ticas pedag?gicas que v?m sendo desenvolvidas no processo de ensino-aprendizagem de alunas com Defici?ncia Intelectual (DI), matriculadas em classe comum do Ensino Fundamental I. O estudo foi realizado em uma escola municipal de Natal/RN, envolvendo duas educandas com DI, uma professora polivalente, uma professora auxiliar, uma professora de artes e uma coordenadora pedag?gica. Quanto ? escolha metodol?gica, optamos por desenvolver uma pesquisa do tipo qualitativa, empreendendo um Estudo de Caso. Como instrumentos para a constru??o dos dados, utilizamos: entrevista semiestruturada, observa??o participante, di?rio de campo e an?lise documental. A an?lise dos dados revela que a institui??o na qual empreendemos a pesquisa estava, gradativamente, implementando mudan?as com vistas a desenvolver uma pr?tica inclusiva, coerente com seus pressupostos. Em rela??o ?s pr?ticas desenvolvidas no processo de ensino-aprendizagem das alunas com defici?ncia intelectual, foi poss?vel perceber a realiza??o de algumas adapta??es no que se refere aos objetivos, ?s atividades e a alguns conte?dos, envolvendo a utiliza??o de recursos e estrat?gias variadas. Em rela??o ?s atividades pedag?gicas, constatamos que estas possu?am diferentes n?veis de complexidade, abrangendo tanto objetivos elementares como objetivos mais complexos. A partir das observa??es, percebemos que as media??es da professora auxiliar durante as atividades variaram enquanto ferramenta desafiadora nos processos intelectuais. Constatamos, tamb?m, uma din?mica de sala de aula na qual as alunas com defici?ncia ficavam sob a orienta??o da professora auxiliar, e os demais alunos com a professora polivalente, que apresentava uma metodologia de ensino bastante tradicional. Criou-se, assim, uma situa??o de isolamento, visto que n?o havia a proposi??o de pr?ticas a serem desenvolvidas com todos os alunos, sendo a intera??o entre os colegas da turma, em geral, bastante restrita. Embora tenham sido evidenciadas evolu??es nas aprendizagens sociais e acad?micas das alunas pesquisadas, as educadoras afirmaram que n?o se sentiam preparadas para o trabalho frete ? inclus?o. O estudo revela a necessidade dos docentes reverem algumas a??es empreendidas, com vistas a desenvolver pr?ticas pedag?gicas mais democr?ticas de ensino, estimulando as intera??es entre os alunos, mediante a proposta de atividades desafiadoras, que promovam a forma??o e conceitos. Al?m disso, aponta para necessidade do sistema de ensino investir e incentivar a qualifica??o dos docentes, no tocante ? educa??o numa perspectiva inclusiva, atrav?s de a??es que promovam uma forma??o cont?nua. ? necess?rio que seja desenvolvido no professor uma atitude reflexiva, resultando numa vis?o de que os processos investigativos devem ser inseridos na pr?tica inerente ? doc?ncia, de maneira a serem utilizados para aprimorar a sua viv?ncia pedag?gica. / This research aimed to know and analyze the pedagogical practices that have been developed in the teaching and learning of students with Intellectual Disability (DI), enrolled at common class of elementary school I. The study was conducted in a public school at Natal/RN, involving two students with DI, a multipurpose teacher, a teaching assistant, a teacher of arts and educational coordinator. As for methodological choice, we chose to develop a qualitative study, undertaking a case study. As tools for the construction of the data we use: semi-structured interviews, participant observation, field diary and document analysis. Data analysis reveals that the institution in which the research was undertaken gradually implementing changes in order to develop an inclusive practice, consistent with its assumptions. Regarding the practices developed in the teaching and learning of students with intellectual disabilities, it was possible to realize the fulfillment of certain adjustments in relation to the objectives, activities and some content, involving the use of resources and varied strategies. With regard to educational activities, we found that these had different levels of complexity, covering both basic goals as more complex objectives. From the observations, we realize that the Assistant Professor of mediations during varied activities as challenging tool in intellectual processes. We note, too, a dynamic classroom in which disabled students were under the guidance of Assistant Professor, and other students with all-round teacher who had a fairly traditional teaching methodology. It created thus an isolation situation, since there was no proposition practices to be developed with all students, and interaction among classmates, generally quite restricted. Although were highlighted developments in the social and academic learning of the surveyed students, the teachers said they did not feel prepared to work freight inclusion. The study reveals the need for teachers reviewing some actions undertaken, in order to develop more democratic pedagogical practices of education, stimulating the interactions between students, by proposing challenging activities that promote the formation and concepts. In addition, it points to the need of the education system invest and encourage the qualification of teachers with regard to education in an inclusive perspective, through actions that promote lifelong learning. It needs to be developed on the teacher a reflective attitude, resulting in a view that due diligence must be entered in practice inherent in teaching in order to use to enhance their educational experience.