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Previous issue date: 2012 / A LDBEN (1961) e o marco inicial para a inclusao socioeducacional no Brasil, e a partir dela outros movimentos e acoes politicas veem emergindo e contribuindo nos avancos em direcao a uma sociedade mais igualitaria e menos excludente. Os pressupostos e principios da Educacao Inclusiva (EI) significam a busca da superacao da erspectiva educativa tradicional. Pode-se perceber que no ambito das Politicas Publicas para Inclusao, o Brasil apresenta alguns avancos. Na sociedade brasileira, muitos sao os desafios para se concretizar e consolidar a Inclusao Social dos deficientes fisicos (DF), nem sempre discutidos e praticados na formacao de nivel superior. Este estudo de carater quantiqualitativo visa analisar a formacao do Pedagogo no que se refere a Educacao Inclusiva dos deficientes fisicos no contexto da Educacao Infantil numa instituicao publica federal. Para tanto, o referencial teorico inclui inclusao socio educacional, o binomio educacao e Saúde, educacao inclusiva, educacao infantil e a formacao do Pedagogo. A trajetoria metodologica abrange: pesquisa bibliografica, analise documental do Projeto Politico e Pedagogico (PPP) do curso, coleta de dados empiricos por meio da aplicacao de questionario semi-estruturado a 38 concluintes dos periodos vespertino e noturno. O olhar sobre o PPP permite evidenciar que se trata de um projeto inovador, com uma organizacao curricular flexivel, orientada pela interdisciplinaridade, tendo a pratica como um eixo estruturante na formacao profissional. Os depoimentos dos concluintes revelam: o binomio educacao e Saúde e essencial e complementar para a formacao do Pedagogo; o conceito construido sobre EI mostra-se ainda fragil, apesar de serem objetos em diferentes momentos e espacos da formacao: a EI ainda ocupa pouco espaco nas praticas curriculares; e o estudo de politicas publicas mostra-se indispensavel para a atuacao do pedagogo na EI. Os concluintes demonstraram ter pouco interesse na area e apontam que ela nao esta incluida entre as prioridades de atuacao profissional futura, embora reconhecam a importancia de estudos de EI e Educacao Infantil na formacao do pedagogo como elemento facilitador na atuacao junto a DF. A concretizacao deste PPP envolve multiplos determinantes, das condicoes objetivas as subjetivas. Fazer a inclusao socioeducativa do DF implica entender suas singularidades e facilitar a adequacao no ambiente escolar, implicando o trabalho em equipe multidisciplinar e cidadania / The LDBEN (1961) is the starting point for including socio-educational in Brazil, and
from it other movements and political actions are emerging and contributing in
advances toward a more egalitarian society and less exclusionary. The assumptions
and principles of inclusive education (IE) signify the pursuit of overcoming the
traditional educational perspective. One can realize that within the framework of
public policies for inclusion, Brazil presents some advances. In Brazilian society,
there are many challenges in order to achieve and consolidate the Social inclusion
of disabled people (DP), not always discussed and practiced in top-level training.
This character-qualitative study aims to analyze the formation of Educationalist
regarding inclusive education of disabled people in the context of early childhood
education at a public institution. For both, the theoretical framework includes
inclusion socio-educational, the binomial health and education, inclusive education,
early childhood education and Teacher training. The methodological path covers:
bibliographical research, document analysis of the Political and pedagogical Project
(PPP) of course, empirical data collection through the application of questionnaire to
38 graduates of evening and night periods. The look on PPP allows you to highlight
that this is an innovative project, with a flexible curriculum organization, guided by
interdisciplinary and the practice as a structuring axis in vocational training. The
graduates ' testimonials reveal: the binomial health and education is essential and
complementary to the formation of the Pedagogue; the concept built on IE is still
fragile, despite being objects in different times and spaces of formation: IE still
occupies little space in curricular practices; and the study of public policies is
indispensable for the performance of the teacher in EI. The graduates have shown
to have little interest in the area and pointed out that it is not included among the
priorities of future professional activities, while recognizing the importance of
children's Education and studies in the training of the teacher as a facilitator in the
performance along with DP. The achievement of this PPP involves multiple
determinants, of objective conditions to subjective. Do the addition and educational
care of DP implies understanding their peculiarities and facilitate the adequacy in the
school environment, implying the multidisciplinary teamwork and citizenship. / BV UNIFESP: Teses e dissertações
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.unifesp.br:11600/22538 |
| Date | January 2012 |
| Creators | Bastos, Amanda Macitelli [UNIFESP] |
| Contributors | Universidade Federal de São Paulo (UNIFESP), Seiffert, Otilia Maria Lúcia Barbosa [UNIFESP] |
| Publisher | Universidade Federal de São Paulo (UNIFESP) |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | 211 p. |
| Source | reponame:Repositório Institucional da UNIFESP, instname:Universidade Federal de São Paulo, instacron:UNIFESP |
| Rights | info:eu-repo/semantics/openAccess |
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