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Previous issue date: 2011-07-04 / On this qualitative study, it has been discussed the school inclusion paths
done by a student with cerebral palsy, who we call Liz, and who was also the
reference and indirect subject for this study. For the representation of landscapes
found, it follows throughout historical, political and pedagogical paths, getting through
the case study method references on the current Brazilian educational context,
analyzing, which concepts are attributed to the inclusion and which practices
are developed by educational managers and teachers in a regular school of the City
of Natal/RN. The theory which based this research is supported on Vygotsky's central
ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to
this investigative journey a literature which could dialogue with the most relevant
aspects of the cultural-historical approach, emphasizing the assumptions of a
progressive education tendency, which promotes the subject involvement of his/her
work in the world and for the world. This way, it was necessary to seek for theoretical
support on assistive technology and on alternative communication, in order to show
the importance of establishing other communications, which is, to break away from
the conventional pattern established by the school. On this journey it was used
procedures for the data construction, such as: observation, conducting semistructured
interviews and questionnaires; and document analysis that supported and
legitimized the inclusion, besides the permanent field diaries record. On the access
paths to this landscape it entered in the Youth and Adults Education (Educa??o de
Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult
Education and Special Education. It was verified that, still, there are large gaps in
these policies articulation. Among the results obtained it was raised discussions on
new scenery, in which Youth and Adults Education (EJA) emerges as
prominent mode of the established relationships throughout the school inclusion
process. There were target reflections on: the planning and evaluation systematic,
the pedagogical articulation among the Youth and Adults Education (EJA) teachers
and the multifunctional resource room teacher's actions and the continuous training
importance of the educators involved. It was considered, therefore, that the
necessary mediations for school inclusion may be sustained if the walkers are
involved in a permanent contact with the nature of a proposal from the Special
Education inclusive perspective / Nesta pesquisa qualitativa se discute as trilhas da inclus?o escolar
percorridas por uma aluna com paralisia cerebral, que chamamos de LIZ, e que foi o
sujeito refer?ncia e indireto deste estudo. Para a representa??o das paisagens
encontradas, segue-se por caminhos hist?ricos, pol?ticos e pedag?gicos,
recolhendo-se atrav?s do m?todo de estudo de caso, refer?ncias do atual contexto
educacional brasileiro, analisando-se, quais as concep??es atribu?das ? inclus?o e
quais as pr?ticas pedag?gicas desenvolvidas por gestores e professores de uma
escola regular da Cidade do Natal/RN. A teoria que fundamenta esta pesquisa ?
sustentada nas ideias centrais de Vygotski (1991; 1997; 2004) e de seus seguidores.
Ademais, foi essencial trazer para este caminhar investigativo uma pesquisa
bibliogr?fica que dialogasse com os aspectos mais relevantes da abordagem
hist?rico-cultural, ressaltando os pressupostos de uma tend?ncia progressista de
educa??o, a qual promove o envolvimento do sujeito em sua a??o no mundo e para
o mundo. Dessa forma, foi necess?rio, buscar respaldo te?rico na tecnologia
assistiva e na comunica??o alternativa, no sentido de mostrar a import?ncia do
estabelecimento de comunica??es outras, ou seja, que fujam do padr?o
convencional estabelecido pela escola. Nesta jornada recorreu-se a procedimentos
para a constru??o de dados, como: a observa??o; a realiza??o de entrevistas semiestruturadas
e question?rios; e, a an?lise de documentos que respaldam e legitimam
a inclus?o, al?m do permanente registro em di?rios de campo. Nas trilhas de acesso
a essa paisagem- adentrou-se na Educa??o de Jovens e Adultos (EJA), procurando
estabelecer um di?logo entre a Educa??o de Jovens e Adultos e a Educa??o
Especial. Verificou-se que, ainda, as grandes lacunas na articula??o dessas
pol?ticas. Dentre os resultados obtidos foram levantadas discuss?es acerca de um
novo cen?rio, em que a EJA desponta como modalidade de destaque nas rela??es
estabelecidas pelo processo de inclus?o escolar. Foram alvos de reflex?es: a
sistem?tica de planejamento e avalia??o, a articula??o pedag?gica entre os
professores da educa??o de jovens e adultos e das a??es da sala de recursos
multifuncionais e a import?ncia da forma??o continuada dos educadores envolvidos.
Considerou-se, assim, que as media??es necess?rias ? inclus?o escolar podem ser
sustentadas se os caminhantes envolvidos estiverem em permanente contato com a
natureza de uma proposta da Educa??o Especial na perspectiva inclusiva
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14526 |
| Date | 04 July 2011 |
| Creators | Varella, Maria da Concei??o Bezerra |
| Contributors | CPF:32434472400, http://lattes.cnpq.br/1032425601643160, Rodrigues, Janine Marta Coelho, CPF:09853103915, http://lattes.cnpq.br/8491430816252531, Melo, Francisco Ricardo Lins Vieira de, CPF:55435610400, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771207Y4, Barbosa J?nior, Walter Pinheiro, CPF:56728069453, http://lattes.cnpq.br/7532911538772143, Silva, Luzia Guacira dos Santos |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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