Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-09T23:27:24Z No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-15T20:42:16Z (GMT) No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Made available in DSpace on 2016-08-15T20:42:16Z (GMT). No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) Previous issue date: 2015-08-27 / A presente pesquisa de abordagem qualitativa tem por objeto de estudo o curr?culo escolar decorrente da implementa??o de pol?ticas p?blicas de inclus?o no campo educacional brasileiro e da organiza??o do ensino da Escola Estadual Despertar. Embora consideremos avan?os nas discuss?es e propostas governamentais relativas ? inclus?o escolar em nosso pa?s, ainda faz-se importante desenvolver estudos e interven??es no contexto da educa??o b?sica com o foco no curr?culo escolar. Com base metodol?gica na pesquisa-a??o colaborativo-cr?tica (JESUS, 2008; VIEIRA, 2012; JESUS; ALMEIDA; SOBRINHO, 2005); e aporte em Barbier (1985; 2004), a pesquisa foi realizada no ano de 2013 em uma escola estadual da rede de ensino de Natal - Rio Grande do Norte e teve por objetivo analisar o curr?culo da Escola Estadual Despertar, em particular aspectos relacionados ? inclus?o de estudantes com defici?ncia em classes comuns de ensino expressos no espa?o escolar e em situa??es coletivas de uma forma??o continuada com professores e int?rprete de L?ngua Brasileira de Sinais (Libras). A escola foi previamente escolhida em virtude de j? ter sido l?cus de pesquisa em estudo realizado por um docente da Universidade Federal do Rio Grande do Norte e favorecer o conhecimento de suas necessidades formativas. Os sujeitos da pesquisa foram 26 professores das s?ries iniciais e finais do ensino fundamental e uma int?rprete de Libras. Como instrumentos foram utilizados a observa??o direta, entrevistas semiestruturadas, an?lise documental e uma proposta de forma??o continuada denominada Grupo de Colabora??o em Inclus?o Escolar (GCEI), constitu?da com os sujeitos participantes. Os dados foram analisados com base na An?lise de Conte?do (BARDIN, 2009). A an?lise dos dados evidenciou oito di?logos (FREIRE, 1994; 1997) constru?dos com a Escola Estadual Despertar, sendo basilares as contribui??es sobre estigma de Goffman (1988) e cultura escolar (FORQUIN, 1993). Como aporte te?rico foram importantes as contribui??es sobre o Curr?culo Escolar (SACRIST?N, 2000; 2007, APPLE, 2006; 2008), Inclus?o Escolar (BUENO; 2008, GLAT; PLETSCH, 2011), Forma??o Continuada (N?VOA, 2002) e os estudos existentes acerca das interlocu??es entre Curr?culo e Educa??o Especial (MAGALH?ES, 2002; SILVA, 2008; 2010, OLIVEIRA, 2004; VIEIRA, 2012.). O estudo evidenciou a import?ncia de alargar os di?logos, aprofundamento te?rico do GCEI para a compreens?o do curr?culo escolar e as especificidades de quaisquer estudantes, tenham ou n?o defici?ncia. Faz-se imprescind?vel revisitar as pr?ticas escolares de ensino que n?o correspondem aos estudantes, a exemplo das enturma??es realizadas nas salas de aula. Todavia, pequenas, por?m significativas mudan?as identificadas nas pr?ticas de alguns professores, a exemplo da utiliza??o da audiodescri??o, de est?mulos ? participa??o dos estudantes com defici?ncia e uso de imagens, favoreceram ao desenvolvimento de outros estudantes ao se beneficiar de aulas mais instigantes e participativas. Com base na pesquisa realizada conclu?mos sobre a import?ncia em discutir condi??es para/na escolariza??o de diferentes estudantes e o (re) pensar das pr?ticas curriculares na escola como um todo e nisso reside um paradoxo, pois se por um lado n?o se trata de minimizar o conhecimento espec?fico no trato das necessidades de estudantes com defici?ncia, por outro lado, tampouco interessa-nos distanciar tais necessidades daquelas inerentes ? natureza humana, portanto peculiares aos demais estudantes. A problematiza??o de nossas pr?prias pr?ticas ? o desafio que se imp?e, n?o ? educa??o especial, ou ao seu p?blico alvo, mas essa ? incontestavelmente tarefa da educa??o. / This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST?N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N?VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH?ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-01-29T16:08:48Z No. of bitstreams: 1 Tese - Noz?ngela Maria Rolim Dantas.pdf: 3103918 bytes, checksum: 07fd76adf76b060da544602d7e7f40d8 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-05T12:40:46Z (GMT) No. of bitstreams: 1 Tese - Noz?ngela Maria Rolim Dantas.pdf: 3103918 bytes, checksum: 07fd76adf76b060da544602d7e7f40d8 (MD5) / Made available in DSpace on 2018-02-05T12:43:34Z (GMT). No. of bitstreams: 1 Tese - Noz?ngela Maria Rolim Dantas.pdf: 3103918 bytes, checksum: 07fd76adf76b060da544602d7e7f40d8 (MD5) Previous issue date: 2017-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Public policies for Higher Education aimed at people with disabilities have given access to this population to the higher Education. In this sense, this study aimed to understand the impact of national policies to guarantee the access and permanence of students with disabilities at the Federal University of Campina Grande (UFCG), within the framework of the Teacher Training Center (CFP), in the city of Cajazeiras (PB). From this objective, we sought to identify and analyze the actions adopted by the institution in order to guarantee the access and the permanence of students with disabilities from the perspective of management, teachers and the student with the disability. For this purpose, a qualitative field research was conducted in the form of a Case Study. For data collection, semi-structured interviews were used with 14 subjects including: four managers, five professors and five students. Also four documents of the institution were analyzed: the Institutional Development Plan (PDI), the Statute of the UFCG, the General Regulation of Undergraduate Education and the General Rules. In order to ascertain the conjuncture of researches at the national level, a bibliographical research was carried out based on the principles of the Knowledge State, on the thesis banks of CAPES and the BDTD. The data were analyzed according to Laurence Bardin's Content Analysis principles using the NVIVO 11 software. The results of the interview analysis were organized into three categories, each with two subcategories: Policies (National and Institutional Policies), Actions of Inclusion (Access and Permanence) and Teaching Performance (Pedagogical Practices and Teacher Training). As a result of this research, it was observed that the CFP and the UFCG, as an institution, have sought to develop actions that can assist the student with disabilities, but these are still punctual, not covering national inclusion policies in their entirety. In addition, it can be seen that the institution is not yet ready to receive students with disabilities in their academic space, because, as it does not yet have an institutional policy focused on inclusive education, their initiatives are still timid: the actions developed for the promotion the access and permanence of this student are isolated, depending, in most cases, on the initiative of some professors and employees. Therefore, it is expected that the present study may serve as a subsidy for the development of institutional inclusion policies for the UFCG, as well as support for other research and more effective institutional actions, which will help in the development of an inclusive university culture. / As pol?ticas p?blicas para Educa??o Superior voltadas para a pessoa com defici?ncia t?m oportunizado o acesso dessa popula??o ao n?vel superior. Nesse sentido, este estudo objetivou compreender o impacto das pol?ticas nacionais para garantia do acesso e da perman?ncia dos estudantes com defici?ncia na Universidade Federal de Campina Grande (UFCG), no ?mbito do Centro de Forma??o de Professores (CFP), da cidade de Cajazeiras (PB). A partir desse objetivo, procurou-se identificar e analisar as a??es adotadas pela institui??o a fim de garantir o acesso e perman?ncia do estudante com defici?ncia a partir do olhar da gest?o, dos professores e do pr?prio estudante com defici?ncia. Para tanto, foi realizada uma pesquisa de campo, de natureza qualitativa, na forma de Estudo de Caso. Para a coleta dos dados, foi utilizada a entrevista semiestruturada com 14 sujeitos, sendo quatro gestores, cinco professores e cinco estudantes. Tamb?m foi feita an?lise de quatro documentos da institui??o: o Plano de Desenvolvimento Institucional (PDI), o Estatuto da UFCG, o Regulamento Geral do Ensino de Gradua??o e o Regimento Geral. Para averiguar a conjuntura das pesquisas em ?mbito nacional, realizou-se uma pesquisa bibliogr?fica a partir dos princ?pios do Estado de Conhecimento, nos bancos de teses da CAPES e do BDTD. Os dados foram analisados pelos princ?pios da An?lise de Conte?do, de Laurence Bardin, com o aux?lio do software NVIVO 11. Os resultados da an?lise das entrevistas foram organizados em tr?s categorias, tendo cada uma duas subcategorias: Pol?ticas (Pol?ticas Nacionais e Institucionais), A??es de Inclus?o (Acesso e Perman?ncia) e Atua??o Docente (Pr?ticas Pedag?gicas e Forma??o docente). Como resultado desta investiga??o, foi observado que o CFP e a UFCG, como institui??o, t?m procurado desenvolver a??es que possam dar assist?ncia ao estudante com defici?ncia, mas estas ainda s?o pontuais, n?o abarcando as pol?ticas nacionais de inclus?o em sua totalidade. Outrossim, percebe-se que a institui??o ainda n?o est? preparada para receber o estudante com defici?ncia no seu espa?o acad?mico, pois, por n?o ter ainda uma pol?tica institucional voltada para a educa??o inclusiva, suas iniciativas ainda s?o t?midas: as a??es desenvolvidas para a promo??o do acesso e da perman?ncia desse estudante s?o isoladas, dependendo, na maioria das vezes, da iniciativa de alguns professores e funcion?rios. Portanto, espera-se que o presente estudo possa servir de subs?dio para o desenvolvimento de pol?ticas institucionais de inclus?o para a UFCG, assim como suporte a outras pesquisas e a??es institucionais mais efetivas, que venham a auxiliar no desenvolvimento de uma cultura universit?ria inclusiva.