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.

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 Sandra Pereira (srpereira@ufrrj.br) on 2017-02-15T13:37:24Z No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) / Made available in DSpace on 2017-02-15T13:37:24Z (GMT). No. of bitstreams: 1 2016 - ?rica Costa Vliese Zichtl Campos.pdf: 3654972 bytes, checksum: 4a6c6369379078062b589e13c247e3eb (MD5) Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Talking about inclusion implies in a change of attitude in relation to the actual social order, contemplating differences such as the point of reflection about the school and the performance of its roles. It means a physical, pedagogical, organizational, and philosophical restructuration of the school. However this process is far away from the reality faced in the Brazilians schools, specially the public ones. With rare exceptions, our schools are not prepared to guarantee an effective participation and development in the school activities for our students with intellectual disability. Because of this reason and the urgency of a further approximation of the public policies of inclusion with the school reality, the objective of this research is to analyze the elaboration and implementation of the Individualized Educational Planning (IEP) for students with intellectual disability in a school of the municipal educational system of Nova Igua?u (state of Rio de Janeiro, Brazil), from its own curriculum. The investigation is inside the research project ?The schooling of students with intellectual disability: public policies, cognitive processes, and learning evaluations?, with the financial support of The Observatory Program of Education of CAPES. The qualitative research, based on methodological assumptions of the research-action was adopted as methodological procedure. For this purpose it was realized meetings with teachers to reflect about the implementation of the IEP (PEI) in the educational formation of the students with intellectual disability. Data collection procedures used the participant observation (with registry of field diary), documental analysis (files, reports), and semi structured meetings. As the theoretical referential, it was adopted the historical-cultural perspective of Vigotski. The data obtained showed the complexity and fragility which the process of schooling inclusion of these students has been realized in regular classes, as well as the remoteness and difficulty of a collaborative working possibility with the multifunctional resources teacher. It was also noticed that the traditional practices, which have no relation with the curriculum proposal, keep running in the daily activities of students with intellectual disability, making even harder their learning process and development. Concluding, it is important to emphasize the importance of the IEP (PEI), elaborated during the intervention, as an instrument which can help the inclusion of these students. / Falar sobre inclus?o implica numa mudan?a de postura frente ? ordem social vigente, contemplando as diferen?as como um ponto de reflex?o sobre a quest?o da escola e do desempenho de seus pap?is e fun??es. Significa reestrutur?-la f?sica, pedag?gica, organizacional e filosoficamente. No entanto, este processo est? longe de ser uma realidade no cotidiano das escolas brasileiras, sobretudo as da rede p?blica de ensino. Com raras exce??es, nossas escolas n?o est?o preparadas para garantir aos alunos com defici?ncia intelectual, a possibilidade de efetiva participa??o e desenvolvimento nas atividades escolares. Diante do exposto e da urg?ncia de maior aproxima??o das pol?ticas p?blicas de inclus?o com a realidade escolar, o objetivo desta pesquisa ? analisar a elabora??o e a implementa??o do planejamento educacional individualizado (PEI) para alunos com defici?ncia intelectual em uma escola da rede de ensino Municipal de Nova Igua?u, a partir do curr?culo adotado na mesma. A investiga??o est? inserida no projeto de pesquisa ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?, com apoio financeiro do Programa Observat?rio da Educa??o da CAPES. A pesquisa qualitativa, baseada nos pressupostos metodol?gicos da pesquisa-a??o, foi adotada como procedimento metodol?gico. Para tal, realizamos encontros com as docentes para refletir sobre a proposta do PEI na escolariza??o de alunos com defici?ncia intelectual. A coleta de dados utilizou como procedimentos a observa??o participante (com registro em di?rio de campo), an?lise documental (fichas, relat?rios) e entrevistas semiestruturadas. Como referencial te?rico, empregamos a perspectiva hist?ricocultural de Vigotski. Os dados obtidos revelaram a complexidade e a fragilidade com que o processo de inclus?o escolar desses alunos vem sendo realizado em salas de aula comum, assim como o distanciamento e dificuldade da possibilidade de trabalho colaborativo com o professor de sala de recursos multifuncional. Observamos que pr?ticas tradicionais e sem rela??o com a proposta curricular continuam povoando o cotidiano dos alunos com defici?ncia intelectual, dificultando ainda mais todo seu processo de aprendizagem e desenvolvimento. Por ?ltimo ressaltamos a import?ncia do PEI, elaborado durante a interven??o, como um instrumento que pode auxiliar a inclus?o destes alunos.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-17T12:47:35Z No. of bitstreams: 1 2015 - Andr?a Simoni Manarin Tunin.pdf: 4529369 bytes, checksum: 15a17388cb4bbf2b0194391a04a114dc (MD5) / Made available in DSpace on 2017-05-17T12:47:35Z (GMT). No. of bitstreams: 1 2015 - Andr?a Simoni Manarin Tunin.pdf: 4529369 bytes, checksum: 15a17388cb4bbf2b0194391a04a114dc (MD5) Previous issue date: 2015-11-15 / The Thousand Women Program was originally structured in the country through a partnership between Brazil and some colleges of Canada in 2007. It aimed at the educational, professional and civic formation of economically disadvantaged women in the North and Northeast. From 2011 on, it was set up and developed by the Ministry of Education through the Department of Professional and Technological Education, by entering into a series of priorities of the Federal Government. The Federal Institute of Rio de Janeiro (IFRJ)- campus Volta Redonda, since 2012, is part of the offering institutions. Although this offer is not exclusive of the Federal Institutes, that is where the program has been developing and expanding itself, as well as the Federal Education Network. Since 2012, I experience while managing the existing barriers between the planning and the execution of that policy. According to the principles and guidelines recommended by the Thousand Women Program, it becomes a challenge to achieve and perform all the actions scheduled to human and financial resources available. The overall goal of the research is to evaluate the effectiveness of the inclusion of women in vulnerable situations in the Thousand Women Program of IFRJ-CVR policies. The methodological research procedure is through ethnography, valuing data obtained through participant observation and detailed monitoring of the researched object of everyday life. The qualitative characteristic is prevalent in the understanding of the data collected. Data obtained through documents, laws and regulations related to the Thousand Women Program are used, as well as interviews, questionnaires and testimonials of those who were part of the program. It was sought to combine the interpretation of these data with the literature of classical education researchers. The results were interpreted by the bias of critical ethnography that considers the cultural, political and economic aspects to complete the work. It is hoped that the reader, when approaching the research content, understands the history of public gender policies, building and running the Thousand Women Program, as well as the results obtained by it as an inclusive action / O Programa Mulheres Mil foi inicialmente estruturado no pa?s por meio de uma parceria entre o Brasil e alguns colleges do Canad? no ano de 2007. Tinha como objetivo a forma??o educacional, profissional e cidad? de mulheres economicamente desfavorecidas nas regi?es Norte e Nordeste do pa?s. A partir de 2011, foi institu?do e desenvolvido pelo Minist?rio da Educa??o atrav?s da Secretaria de Educa??o Profissional e Tecnol?gica, inserindo-se em um conjunto de prioridades do Governo Federal. O IFRJ- campus Volta Redonda, desde 2012, faz parte das Institui??es ofertantes. Apesar desta oferta n?o ser exclusiva dos Institutos Federais, ? nela que prioritariamente o programa vem se desenvolvendo e se expandindo, assim como a pr?pria Rede Federal de Ensino. Desde 2012, vivencio, enquanto gestora, os entraves existentes entre o planejamento e a execu??o dessa pol?tica. De acordo com os princ?pios e diretrizes preconizados pelo Programa Mulheres Mil, torna-se um desafio atingir e executar todas as a??es programadas com os recursos humanos e financeiros dispon?veis. O objetivo geral da pesquisa ? avaliar a efic?cia das pol?ticas de inclus?o de mulheres em situa??o de vulnerabilidade no Programa Mulheres Mil do IFRJ-CVR. O procedimento metodol?gico da pesquisa se d? atrav?s da etnografia, valorizando dados obtidos atrav?s da observa??o participante e acompanhamento detalhado do cotidiano do objeto pesquisado. A caracter?stica qualitativa ? predominante no entendimento dos dados coletados. S?o utilizados dados obtidos atrav?s de documentos, leis e regulamentos relacionados ao Programa Mulheres Mil, bem como entrevistas, question?rios e depoimentos daqueles que fizeram parte do programa. Buscou-se aliar a interpreta??o destes dados com o levantamento bibliogr?fico de pesquisadores cl?ssicos da educa??o. Os resultados obtidos foram interpretados pelo vi?s da etnografia cr?tica que leva em considera??o os aspectos culturais, pol?ticos e econ?micos para a conclus?o do trabalho. Espera-se que o leitor ao se aproximar do conte?do da pesquisa compreenda o hist?rico das pol?ticas p?blicas de g?nero, a constru??o e execu??o do programa mulheres mil, assim como os resultados obtidos por ele enquanto uma a??o inclusiva

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-04T14:24:10Z No. of bitstreams: 1 GiorgioneMendesRibeiroJunior_DISSERT.pdf: 987185 bytes, checksum: 3274c65b564f533c4fe808ee78ec95bb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-14T12:28:25Z (GMT) No. of bitstreams: 1 GiorgioneMendesRibeiroJunior_DISSERT.pdf: 987185 bytes, checksum: 3274c65b564f533c4fe808ee78ec95bb (MD5) / Made available in DSpace on 2017-07-14T12:28:25Z (GMT). No. of bitstreams: 1 GiorgioneMendesRibeiroJunior_DISSERT.pdf: 987185 bytes, checksum: 3274c65b564f533c4fe808ee78ec95bb (MD5) Previous issue date: 2017-03-17 / A presente pesquisa tem como tema central a inclus?o de pessoas com defici?ncia, sendo seu objetivo compreender, ? luz das dimens?es da acessibilidade (arquitet?nica, comunicacional, instrumental, metodol?gica, program?tica e atitudinal) propostas por Sassaki (2009), como os alunos com defici?ncia do IFPB - Campus Jo?o Pessoa percebem as a??es para a inclus?o que t?m sido promovidas pelo Instituto. A pesquisa se caracteriza como descritiva, do tipo estudo de caso, assumindo um car?ter qualitativo. Fez uso do grupo focal enquanto instrumento de coleta de dados e de an?lise de conte?do, de base categorial, enquanto t?cnica de an?lise. Os resultados encontrados revelam que todas as dimens?es da acessibilidade surgiram no conte?do das falas dos alunos com defici?ncia, por?m sendo percebidas de forma mais desfavor?vel do que favor?vel. Com isso se conclui que alunos com defici?ncia do IFPB ? campus Jo?o Pessoa, percebem as a??es para a inclus?o feitas pelo Instituto como tendo muitas inconformidades, precisando, desse modo, de mudan?as em quase todos os aspectos. / The present research has as its central theme the inclusion of people with disabilities, and its objective is to understand, in light of the dimensions of accessibility (architectural, communicational, instrumental, methodological, programmatic and attitudinal) proposed by Sassaki (2009) Of the IFPB - Jo?o Pessoa Campus perceive the actions for inclusion that have been promoted by the Institute. The research is characterized as descriptive, of the case study type, assuming a qualitative character. He made use of the focal group as an instrument of data collection and content analysis, categorical basis, as analysis technique. The results show that all dimensions of accessibility appeared in the content of the speeches of students with disabilities, but were perceived in a more unfavorable than favorable. This concludes that students with disabilities at the IFPB - campus Jo?o Pessoa, perceive the actions for inclusion made by the Institute as having many nonconformities, thus necessitating changes in almost every aspect.