Made available in DSpace on 2016-06-02T19:46:17Z (GMT). No. of bitstreams: 1 4232.pdf: 1551823 bytes, checksum: a87c9e5d544c747ef8ee86dd48b08355 (MD5) Previous issue date: 2012-02-28 / Financiadora de Estudos e Projetos / In this research aim systematize stories and theories associated with the Sociology of Disability, and identify, voices to rethink the meaning of disability and practices of Special Education aimed at people in situation disabilities. For this, we developed theoretical research, based on bibliographical research and documentary developed based on 48 publications (articles, books and documents) compiled primarily from the journal Disability and Society, of Association Spanish of Sociology of Disability and the database of the Centre of Disability Studies, University Leeds. The works were compiled analyzed by reading, annotated elements, dismemberment of these annotated elements in parts (passages, phrases, quotes) categorization, meeting these parts separate units with common characteristics and the naming of these units under a name that characterizes. The first of the units identified in the main focuses interpretations adopted by the Health Sciences (Medical Paradigm) to think about disability; the second, in stories associated with the formation of the Sociology of Disability; and the third in the multiple faces of theoretical Sociology of Disability. The process of systematization of units allowed us to unveil a sociological paradigm of interpretation of disability, and this paradigm provides voices for more inclusive practices. / Nesta pesquisa objetivamos sistematizar histórias e teorias associadas com a Sociologia da Deficiência, e identificar, nestes elementos sistematizados, vozes para repensar o significado da deficiência e as práticas da Educação Especial voltadas às pessoas em situação de deficiência. Para tanto, desenvolvemos pesquisa teórica, pautada em pesquisa bibliográfica e documental, desenvolvida a partir de 48 obras (artigos, ensaios, livros e documentos) compiladas primordialmente da revista Disability and Society, da Asociación Española de Sociología de la Discapacidad e da base de dados do Centre of Disability Studies da Universidade de Leeds. As obras compiladas foram analisadas por meio de leitura, fichamento de conteúdo, desmembramento dos elementos destes fichamentos em partes, categorização, reunião e nomeação destas partes em distintas unidades com características comuns. A primeira das unidades identificadas centra-se nas principais interpretações adotadas pelas Ciências da Saúde (paradigma médico) para pensar a deficiência; a segunda, em histórias associadas com a constituição da Sociologia da Deficiência, os movimentos sociais que, em resposta às interpretações da deficiência adotadas pelas Ciências da Saúde, (re)significaram a deficiência e fundaram os Estudos da Deficiência (Disability Studies); e, a terceira, nas múltiplas faces teóricas da Sociologia da Deficiência e nos novos modelos de compreensão da deficiência. O processo de sistematização destas unidades nos permitiu desvelar um paradigma sociológico de interpretação da deficiência, que, reunindo as histórias e teorias da Sociologia da Deficiência, apresenta vozes por práticas e significados mais inclusivos, tanto no que se refere à deficiência quanto à Educação Especial.

Depuis le décret 2009-378 visant à favoriser la coopération entre l’Education nationale et le secteur médico-social, l’Ecole ne peut plus être pensée comme un territoire qui s’arrêterait là où commence celui de la filière spécialisée, représentée en France par le secteur médicosocial.Derrière cette volonté, l’enjeu significatif est celui d’un rapprochement entre deux cultures, celle de l’enseignant d’une part, celle de l’éducateur spécialisé d’autre part. C’est dans ce contexte que s’inscrit notre thèse, coproduite par une éducatrice spécialisée et un enseignant.Les acteurs éducatifs étant amenés à coopérer pour répondre au droit à la scolarisation édicté par la loi du 11 février 2005 et aux décrets qui lui font suite, nous cherchons à identifier les fondements de ces cultures et ce qui façonne les pratiques actuelles. Ce travail se situe alors dans une perspective compréhensive et non dans une logique expérimentale guidée par une volonté d’administration de la preuve.Par une démarche ethnographique, combinant l’observation participante et les entretiens semi-dirigés, nous nous approchons au plus près des pratiques. Par l’analyse des données recueillies, nous qualifions chacune de ces cultures et tentons de mettre en lumière les éléments entravant ou facilitant leur coopération.In fine, nous envisageons une nouvelle forme de dialogue entre les enseignants et les professionnels du secteur médico-social. Désormais, ces acteurs doivent s’engager dans une logique d’actions où prévaut le projet de l’enfant, un projet sur lequel les capacités d’expertise des uns et des autres se combinent pour travailler dans la continuité. Nous interrogeons ainsi l’emprunt d’une nouvelle voie, celle qui mène à une culture en commun. / Since the 2009-378 decree which aimed at encouraging cooperation between the French National Educational system and the medico social sector, School hasn’t been considered as a territory that stops where special education starts. The real goal of this decree is to bring two different cultures together that of the teacher and that of special needs worker. This is why this thesis was written jointly by a special needs worker and a teacher.Educational practitioners are to cooperate to respond to the right to schooling determined by the February 11 2005 law, and the decrees that were issued onwards. Thus we aim to identify the basis of these cultures and what shapes school current practices.We did not follow an experimental method guided by the will to produce evidence but a comprehensive in-depth view. Using an ethnographic research approach combining participant observation and a semi-guided interviews enables us to get as close as possible to these practices. Thanks to the data gathered, we identify each of these cultures and attempt to highlight the elements hindering or facilitating the cooperation between teachers and special needs workers. Finally, we are considering a new form of dialogue between teachers and special needs workers.From now on, educational practitioners should adopt working methods in which the child’s project prevails, a project in which teachers and special needs workers’ expertise are combined so as to work together and ensure continuity in the progress of the project.We are thus looking at the possibility of a new approach borrowing elements and practices from the culture of both teachers and special needs workers.