Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Made available in DSpace on 2014-06-11T19:31:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-15Bitstream added on 2014-06-13T21:02:42Z : No. of bitstreams: 1 pedroso_cca_dr_arafcl.pdf: 866822 bytes, checksum: eb295da5da2d4535646987dcac2f8c08 (MD5) / The school nowadays makes an effort to meet the ideals of educational inclusion, which foresees its reorganization to guarantee an effective educational process of its students independent of their necessities and particularities. Concerning deaf people, a school of quality is one that is able to both provide to this student the ideal conditions of learning and leading him to get involved academically and socially, so that old discriminatory excluding paradigms based on oralism and total communication can be overcome, providing teaching sign language, the adequate teaching procedures, a bilingual and bicultural curriculum, teachers with special training, the educational interpreter, the assistance of deaf sign language professionals, the interlocution among the deaf and hearing students and, finally, a comprehensive school reorganization. Therefore, deaf education has been based on the interface between the presuppositions of educational inclusion and bilingualism. Based on this data, this research aimed to demonstrate and analyze the opinion of the teachers, colleagues and managers concerning the performance of a fluent LIBRAS's teacher as an interpreter, in an ordinary high school class group. The data were obtained by interviewing five teachers, six hearing students, the vice director and the coordinator. Besides, notes were taken about the educational activities developed in the classroom and also about the relationship among the deaf students, the teachers and hearing students. It could also be noticed that the fluent LIBRAS's teacher, performing as an interpreter, assumes teacher's role, while the school doesn't. The attitudes taken by the interpreter go beyond a simple interpretation. Besides, it was noticed that the teachers blame themselves for the limits of the deaf students and they haven't realized the political dimension of this inclusion. Based on the... (Complete abstract, click electronic access below)

Orientador: Tárcia Regina da Silveira Dias / Banca: Luci Pastor Manzolin / Banca: Leandro Osni Zaniolo / Banca: Leland Emerson McCleary / Banca: Natalina Aparecida Laguna Sicca / Abstract: The school nowadays makes an effort to meet the ideals of educational inclusion, which foresees its reorganization to guarantee an effective educational process of its students independent of their necessities and particularities. Concerning deaf people, a school of quality is one that is able to both provide to this student the ideal conditions of learning and leading him to get involved academically and socially, so that old discriminatory excluding paradigms based on oralism and total communication can be overcome, providing teaching sign language, the adequate teaching procedures, a bilingual and bicultural curriculum, teachers with special training, the educational interpreter, the assistance of deaf sign language professionals, the interlocution among the deaf and hearing students and, finally, a comprehensive school reorganization. Therefore, deaf education has been based on the interface between the presuppositions of educational inclusion and bilingualism. Based on this data, this research aimed to demonstrate and analyze the opinion of the teachers, colleagues and managers concerning the performance of a fluent LIBRAS's teacher as an interpreter, in an ordinary high school class group. The data were obtained by interviewing five teachers, six hearing students, the vice director and the coordinator. Besides, notes were taken about the educational activities developed in the classroom and also about the relationship among the deaf students, the teachers and hearing students. It could also be noticed that the fluent LIBRAS's teacher, performing as an interpreter, assumes teacher's role, while the school doesn't. The attitudes taken by the interpreter go beyond a simple interpretation. Besides, it was noticed that the teachers blame themselves for the limits of the deaf students and they haven't realized the political dimension of this inclusion. Based on the... (Complete abstract, click electronic access below) / Doutor

Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Made available in DSpace on 2014-06-11T19:24:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-21Bitstream added on 2014-06-13T18:53:04Z : No. of bitstreams: 1 cordeiro_drcl_me_mar.pdf: 835443 bytes, checksum: c8e50d55d5aa36b5f5a6c1738296c50f (MD5) / O direito das pessoas com deficiência à igualdade nas oportunidades de trabalho vem sendo largamente reconhecido na legislação nacional. Dentre os fatores mais importantes que se relacionam ao acesso ao trabalho está a educação profissional. Este estudo tem como objetivo identificar a matrícula de pessoas com deficiência em escolas regulares de educação profissional e investigar como se concretiza o processo de formação nessas escolas. Foi realizada pesquisa documental sobre os programas de inclusão desenvolvidos pelas redes Centro Paula Souza, SENAC e SENAI e entrevistas semiestruturadas com os diretores e profissionais responsáveis pelas ações de inclusão, em três escolas vinculadas a cada uma dessas redes. Também foram utilizados formulários para caracterização das escolas e para identificação das matrículas de alunos com deficiência. As entrevistas foram gravadas e transcritas integralmente, e os dados coletados através da pesquisa documental e das entrevistas foram organizados em categorias temáticas de análise: 1) Caracterização das escolas de educação profissional; 2) Matrículas e acesso de pessoas com deficiência; 3) Programas de inclusão desenvolvidos pelas redes de educação profissional; 4) Práticas de inclusão nas escolas de educação profissional; 5) Posicionamentos e perspectivas dos participantes sobre a inclusão na educação profissional; e 6) Inclusão no trabalho. A análise dos resultados possibilitou a reflexão e a discussão sobre o acesso, práticas e estratégias das escolas, assim como os posicionamentos, perspectivas e expectativas dos participantes a propósito da inclusão na educação profissional e no trabalho. Os resultados do estudo permitem afirmar que ainda é muito reduzido o número de alunos com deficiência matriculados nessas escolas. Foi possível verificar que o acesso ainda incipiente à educação... / People with disabilities’ rights to equality for job opportunities have been widely recognized in national legislation. Among the most important factors that relate to access to work there is the professional education. This study aims to identify the registration of persons with disabilities in schools of professional education and investigate how the formation process in these schools occurs for them. A documentary research about inclusion programs developed by Centro Paula Souza, SENAC (Serviço Nacional de Aprendizagem Comercial - National Service of Commerce Learning) and SENAI (Serviço Nacional de Aprendizagem Industrial – National Service of Industrial Learning) and semi-structured interviews with principals and the professionals responsible for inclusion was performed. Forms for the characterization of the schools and the identification enrollment of students with disabilities were filled. The interviews were recorded and transcribed, and the data collected through were organized into thematic categories of analysis: 1) Characterization of schools of professional education, 2) Enrollment and access of persons with disabilities; 3) Inclusion programs developed by professional education networks; 4) Inclusion practices of schools of professional education; 5) Participants positions and perspectives about the inclusion in professional education, and 6) Inclusion in the workplace. The results allowed a discussion on access, strategies and practices of schools, as well as the participants’ perspectives and expectations regarding the inclusion in professional education and work. The results of the study have revealed that there is still a very small number of students with disabilities enrolled in these schools. It was possible to verify that the incipient access to professional education relates to selective criteria for enrollment in courses... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-14Bitstream added on 2014-06-13T18:29:16Z : No. of bitstreams: 1 souza_ilg_me_prud.pdf: 871489 bytes, checksum: 605d6272d26dcf15408ee41c9cd4d1f7 (MD5) / A formação do professor tanto em nível inicial como contínuo é, atualmente, tema bastante discutido nas Políticas Públicas Educacionais, aqui representado pela linha de pesquisa “Processos Formativos, Diferenças e Valores”. Necessitamos repensar os cursos de formação diante das necessidades contemporâneas. Objetivo Geral: Compreender, a partir do levantamento bibliográfico pertinente aos temas e dos saberes e práticas de professores que ministram aulas no ensino fundamental da Rede Municipal de Andradina, a possível articulação entre as propostas de inclusão escolar e os jogos e as brincadeiras, enquanto atividades pedagógicas, do ponto de vista das teorias sobre a formação inicial e contínua de professores. Participaram da pesquisa 6 sujeitos atuam em contextos educacionais diferentes: dois em salas de aulas segregadas (alunos diagnosticados como tendo alguma deficiência), dois em salas de aulas regulares e dois professores atuaram em salas integrais (alunos avaliados pedagogicamente com defasagens no processo de ensino/aprendizagem). Consideramos não apenas as pessoas com deficiência, comprometidas física, sensorial e/ou mentalmente os sujeitos da inclusão escolar, mas sim todos aqueles que são excluídos, direta ou indiretamente, do sistema escolar. Procedimentos Metodológicos: A pesquisa fundamenta-se na abordagem qualitativa, mas especificamente nos princípios da entrevista reflexiva. Foram realizadas entrevistas semi-estruturadas... / Teachers’ formation in initial and continuous levels is, nowadays, a plenty discussed theme in Educational Public Politics, which is represented here by the research approach “Forming Process, Differences, Values”. It is necessary to rethink the formation courses when we face the contemporaneous needs. General Objective: understanding the possible articulation between the proposals of scholar inclusion and the games and entertainments as pedagogical activities, from the view of the theories about initial and continuous teachers’ formation. The base of this research was the bibliographic study of themes, knowledge and practices of teachers who work in the Basic school levels in Andradina. Methodological Proceedings: the research is based in the qualitative approach, specifically in the reflexive interview. We did semi-structured interviews that were recorded and completely written. Its content was organized in categories of units and meanings. The categories of analyses were elaborated and articulated with the discussions from the theoretical study, through the teachers’ answers to presented questions, base on the literature of this area. Results: the research shows that although the teachers’ awareness about the importance of the games and entertainment to the teaching/learning process, they carry a conception directed only to the cognitive development, not to the including principles and values that the dimension of entertainment provides. We detected the same thing... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-23Bitstream added on 2014-06-13T21:03:15Z : No. of bitstreams: 1 piza_mhm_dr_mar.pdf: 3955102 bytes, checksum: 7e0a0aaec96e056cab11be01dae945e8 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Not available.