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Previous issue date: 2015-08-24 / This thesis analyzes the public policies of Education for the care of persons with disabilities. In the proposed cut, we seek to highlight the service from the perspective of inclusive education. This thesis studies the process of implementing the Education for Public Policies focused on Inclusion of People with Disabilities in the counties of Itaqui, Sao Borja and Uruguaiana in the Frontier West Rio Grande do Sul region. Visa demonstrate the contradictory nature of the recommendations for policies and in execution. Is For this, the recognition of segregation, integration and inclusion, which are strategies used to "include" people. After all, what strategies the company is following in social relations, implementation of public policies that put as a condition the existence of a policy to "include" people? Reflections are built during the doctorate and aims to contribute to the debate on a societal project that includes all people. For this qualitative research was conducted in those municipalities addressing managers, teachers, and people with disabilities.The dialectic method Critical subsidized the research with the categories, Totality, Historicity, Contradiction and Mediation, a perspective to explain the reality studied. These results emphasize the need to eliminate barriers interposed historically prejudiced and discriminatory notions to ensure information regarding disability, suit architectural structure building ramps, media, furniture, fixtures and equipment adapted. What it turns out, the impact of educational legislation and school realities is the feeling of incompleteness, of powerlessness, educational networks in general, schools, teachers and community to enforce this proposal. It is noticed that still lack the understanding of inclusive education proposal, the corresponding conceptual training. Many see only the pedagogical aspects in the inclusion process, ignoring the benefits achieved through socialization. This position, however, is not exclusive, and appear along with traditional moral concepts, especially those involving individuals and their families by instability in which they are. More than an ambiguity, the presence of supposedly contradictory positions indicates the worsening social issue and how the State could improve driving this context. / Esta tese analisa as Pol?ticas P?blicas de Educa??o para o atendimento das Pessoas com Defici?ncia. No recorte proposto, busca-se evidenciar o atendimento na perspectiva da educa??o inclusiva al?m de estudar o processo de implementa??o das Pol?ticas P?blicas de Educa??o voltadas ? Inclus?o das Pessoas com Defici?ncia nos munic?pios de Itaqui, S?o Borja e Uruguaiana na regi?o da Fronteira Oeste do Rio Grande do Sul. Visa demonstrar o car?ter contradit?rio entre o preconizado pelas pol?ticas e na execu??o. Realiza-se para isto, o reconhecimento dos processos de segrega??o, integra??o e inclus?o, que s?o estrat?gias utilizadas para "incluir" pessoas. Afinal, quais as estrat?gias que a sociedade vem seguindo nas rela??es sociais, na execu??o das politicas p?blicas que colocam como requisito a exist?ncia de uma pol?tica para "incluir" pessoas? S?o reflex?es constru?das durante o doutorado e objetiva contribuir para o debate sobre um projeto societ?rio que inclua todas as pessoas. Para isto foi realizada pesquisa qualitativa nos referidos munic?pios abordando gestores, professores, e pessoas com defici?ncia. O M?todo Dial?tico Cr?tico subsidiou a pesquisa com as Categorias, Totalidade, Historicidade, Contradi??o e Media??o, numa perspectiva de explicar a realidade estudada.Conclui-se pela necessidade de eliminar as barreiras interpostas historicamente, no??es preconceituosas e discriminat?rias para garantir a informa??o a respeito da defici?ncia, adequar a estrutura arquitet?nica construindo rampas, meios de comunica??o, m?veis, utens?lios e equipamentos adaptados. O que se constata, na repercuss?o entre a legisla??o educacional e as realidades escolares ? o sentimento de incompletude, de impot?ncia, das redes de ensino em geral, das escolas, professores e comunidade, para fazer cumprir esta proposta. Percebe-se que ainda falta-lhes a compreens?o da proposta de educa??o inclusiva, a forma??o conceitual correspondente. Muitos visualizam apenas os aspectos pedag?gicos no processo de inclus?o, deixando de lado os benef?cios alcan?ados atrav?s da socializa??o. Essa posi??o, por?m, n?o ? exclusiva, e aparecem junto com concep??es morais tradicionais, em especial as que comprometem os indiv?duos e suas fam?lias pela instabilidade em que se encontram. Mais do que uma dubiedade, a presen?a de posi??es supostamente contradit?rias indica o agravamento da quest?o social e o quanto a condu??o do Estado poderia melhorar este contexto.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6335 |
| Date | 24 August 2015 |
| Creators | Silva , Jocenir de Oliveira |
| Contributors | Fernandes , Idilia |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Servi?o Social, PUCRS, Brasil, Faculdade de Servi?o Social |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -5042336829439580540, 600, 600, 600, 1550256503942391725, -8796676102858938039 |
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